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UNIVERSITY     OF     ILLINOIS     BULLETIN 

Issued  Weekly 
Vol.  XXIII  September  19,   1925  No.  2 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
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EDUCATIONAL  RESEARCH  CIRCULAR  NO.  35 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 

MAKING   A  COURSE   OF   STUDY 

By 

Walter  S.  Monroe 
Director,  Bureau  of  Educational  Research 


SEP  20  1925 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS,  URBANA 

1925 


/  V 


MAKING  A  COURSE  OF  STUDY 

Learning  and  teaching.  Children  are  educated  by  the  things 
they  do;  by  reading  books,  solving  problems  in  arithmetic,  practicing 
exercises  in  handwriting,  answering  questions,  writing  themes,  look- 
ing at  pictures,  listening  to  music,  and  so  forth.  The  teacher's  task 
is  to  devise  and  select  appropriate  exercises  for  the  children  and  then 
to  stimulate  and  direct  them  in  the  doing  of  such  exercises.  The 
outcomes  resulting  from  doing  learning  exercises  we  call  habits, 
skills,  ideals,  knowledge,  and  attitudes.  They  function  as  controls  of 
conduct. 

The  function  of  the  school.  The  function  of  the  school  is  to 
cooperate  with  other  educative  agencies  in  engendering  those  controls 
of  conduct  which  will  equip  children  for  effective  participation  in 
the  activities  of  adult  life.  It  is  not  the  purpose  of  this  circular  to 
present  an  exposition  of  the  aim  of  education,  but  the  point  of  view 
expressed  in  the  preceding  sentence  is  a  fundamental  prerequisite  in 
the  making  of  a  course  of  study  and  should  be  clearly  understood 
by  those  engaged  in  such  work.1  The  meaning  of  this  general  state- 
ment becomes  more  apparent  when  we  analyze  adult  life  in  a  way 
to  show  the  various  types  of  activities  in  which  adults  engage.  It  is 
also  illuminating  to  consider  the  nature  of  the  equipment  which  is 
needed  for  effective  participation. 

The  function  of  the  course  of  study.2  The  teachers  of  a  school 
system  are  engaged  in  a  cooperative  enterprise.    They  are  assumed 


^ne  of  the  best  expositions  of  the  aim  of  education  from  this  point  of  view 
is  given  by: 

Bobbitt,  Franklin.  How  to  Make  a  Curriculum.  Boston:  Houghton  Mifflin 
Company,  1924.    292  p. 

2In  much  of  the  general  usage  of  the  terms  "curriculum"  and  "course  of  study" 
there  is  a  lack  of  precise  meaning.  By  some  writers  they  appear  to  be  used 
synonymously.    Others  make  the  course  of  study  a  division  of  the  curriculum. 

In  spite  of  inconsistencies  there  appears  to  be  a  reasonable  uniformity  in 
regard  to  one  distinction.  Curriculum  is  used  as  a  name  for  a  designation  of  a 
body  of  subject-matter,  or  the  "ground  to  be  covered."  This  may  be  expressed 
in  the  form  of  an  outline  or  a  syllabus.  Recently  several  curricula  have  been 
expressed  in  terms  of  objectives  to  be  attained.  The  scope  of  the  subject-matter 
may  be  small,  as  when  we  speak  of  a  "curriculum  in  spelling"  or  a  "curriculum 
in  pronouns;"  or  large  when  we  refer  to  the  "curriculum  of  elementary  education."' 
"the    curriculum    of    the    secondary    school,"    or    "the    curriculum    in    architectural 

[3]     XW  IIBRMU 
j  SEP  2G  1925 


to  be  working  together,  striving  to  accomplish  a  common  purpose, 
namely,  the  education  of  children.  To  each  teacher  is  assigned 
certain  phases  of  this  task.  In  order  that  a  cooperative  enterprise 
may  be  efficient,  it  is  necessary  that  the  workers  be  furnished  with 
detailed  specifications  and  directions  concerning  the  task  which  each 
is  to  perform.  One  would  not  employ  a  contractor  to  erect  a  building 
without  providing  him  with  detailed  architectural  plans  and  specifica- 
tions. With  these  at  hand  the  contractor  may  assign  specific  tasks  to 
the  various  workers  whom  he  employs  and  know  that  if  each  per- 
forms his  task  properly  a  satisfactory  building  will  be  erected. 

A  course  of  study  consists  of  specifications  and  directions 
relating  to  educating  children.  When  a  teacher  is  provided  with  a 
carefully  prepared  course  of  study,  she  has  a  detailed  statement  of 
the  specific  tasks  assigned  to  her  and  the  directions  for  the  per- 
formance of  these  tasks.  Thus  she  is  able  to  undertake  her  year's 
work,  confident  that  if  she  complies  with  the  specifications,  she  will 
be  cooperating  with  the  other  teachers  in  a  consistent  and  unified 
effort  to  educate  the  children  of  the  community.  Without  a  course 
of  study  a  teacher  works  more  or  less  in  the  dark.  Although,  in- 
dividually the  teachers  of  a  school  system  may  be  capable,  indus- 
trious, and  conscientious  in  their  work,  they  will  not,  except  by 
accident,  coordinate  their  efforts  in  the  best  way  unless  they  are  pro- 
vided with  a  good  course  of  study. 

General  outline  of  a  course  of  study  for  a  city  school  system. 

A  course  of  study  for  a  city  school  system  should  include  the 
following  sections: 

I.    Introduction.   This  should  include  a  brief  consideration 

of  such  topics  as  the  general  purpose  of  education,  the  learning 

process,  the  teaching  process,  the  textbook  as  an  instrument  of  in- 


engineering."  In  all  of  these  cases  the  purpose  is  to  designate  the  boundaries  of  a 
body  of  subject-matter  which  may  be  either  large  or  small. 

"Course  of  study"  is  the  name  given  to  the  specifications  and  directions 
relating  to  a  given  field  of  instruction.  These  specifications  and  directions  include 
in  addition  to  the  objectives  to  be  attained  (implied  in  "ground  tobe  covered") 
directions  and  suggestions  relating  to  what  the  teacher  should  do  in  getting  his 
students  to  achieve  these  objectives. 

The  course  of  study  may  deal  with  a  small  body  of  subject-matter:  for 
example,  the  "course  of  study  for  the  first  half  of  the  fourth  grade  in  arithmetic." 
On  the  other  hand,  it  might  refer  to  the  work  covering  a  period  of  several  years, 
as  the  "course  of  study  in  arithmetic,  Grades  I  to  VIII."  The  term  is  even  used 
when  several  subjects  are  included,  as  the  "course  of  study  for  the  elementary 
school." 

[4] 


struction,  the  function  of  a  course  of  study,  written  examina- 
tions, the  system  of  grading,  and  so  forth.  A  statement  of  the 
general  plan  of  the  course  of  study  may  be  included. 

II.  Program  of  studies.  This  section  should  contain  state- 
ments of  the  subjects  to  be  studied  in  each  grade,  the  number 
of  minutes  per  week  to  be  allotted  each  subject,  and  the  rules 
governing  electives  (where  elective  subjects  are  provided). 

III.  Subject  specifications  and  directions  to  the  teacher. 
These  should  be  given  separately  for  each  instructional  unit  of 
each  subject3  and  should  include  the  following  items: 

1.  Specifications:  A  detailed  statement  of  objectives, 
namely,  what  the  pupils  are  to  learn.  This  section  may  also 
include  an  outline  of  the  instructional  unit. 

2.  Directions  relative  to  instruction.4 

a.  Learning  exercises. 

b.  Methods  of  securing  motive  and  of  guiding  pupils  in 
learning  activities. 

The  organization  of  the  printed  course  of  study  depends  some- 
what upon  the  form  in  which  it  is  issued.  When  it  is  published  as  a 
single  volume,  Sections  I  and  II  should  form  the  first  two  chapters. 
The  treatment  of  "subject  specifications  and  directions  to  the 
teacher"  may  be  grouped  by  grades  or  by  subjects.  The  latter  plan 
is  probably  preferable.  Some  school  systems  have  issued  the  course 
of  study  in  monograph  form.  When  this  plan  is  followed  Sections 
I  and  II  should  form  a  separate  monograph. 

As  implied  in  the  discussion  of  the  "function  of  the  course  of 
study,"  Section  III,  "subject  specifications  and  directions  to  the 
teacher,"  is  most  important  and  the  items  listed  under  it  are  con- 
sidered at  some  length  in  the  following  pages. 

1.  Detailed  objectives  which  pupils  are  to  attain.  The  objec- 
tives should  be  stated  in  terms  of  pupil  achievements.  The  teacher's 
objective  is  to  get  her  pupils  to  attain  the  goals  set  for  them.  A  state- 


3"Instructional  unit"  is  used  here  to  indicate  the  work  in  one  subject  for  one 
year,  or  for  a  half  year,  in  case  the  system  is  organized  on  a  semester  plan.  In 
other  words,  the  "instructional  unit"  is  the  unit  recognized  in  making  promotions 
or  in  counting  credit. 

4It  may  be  urged  that  this  division  is  superfluous  at  least  for  teachers  who  have 
had  "Methods  courses"  as  a  part  of  their  training.  If  all  teachers  had  received 
"ideal"  professional  training  this  might  be  true,  but  under  present  conditions  some 
"directions  relative  to  instruction"  are  highly  important. 

[5] 


merit  of  the  pages  of  the  textbook  to  be  covered  or  an  outline  of  the 
instructional  unit  implies  certain  pupil  objectives  but  a  serious  criti- 
cism of  this  manner  of  stating  objectives  is  obvious.  Covering  so 
many  pages  of  a  text  or  studying  the  topics  specified  in  an  outline  is 
merely  a  means  to  the  end,  the  attainment  of  "abilities  to  do"  such 
as  habits,  knowledge  of  principles,  ideals,  and  so  forth. 

All  objectives  should  be  stated  in  terms  of  "ability  to  do/'  that 
is,  in  terms  of  specific  controls  of  conduct  which  the  pupils  are  to 
acquire.  The  development  of  standardized  educational  tests  has 
made  it  possible  to  specify  the  degrees  of  certain  abilities  which 
pupils  are  expected  to  attain  in  the  several  grades.  For  example,  in 
eighth-grade  handwriting  an  objective  of  a  rate  of  ninety  letters  per 
minute  with  a  quality  of  seventy  on  the  Ay  res  Handwriting  Scale 
may  be  specified.  Similar  standards  are  available  for  many  abilities 
in  arithmetic,  reading,  and  spelling.  In  the  case  of  other  school 
subjects,  very  much  progress  has  been  made  in  determining  the 
detailed  abilities  to  be  acquired  and  the  degree  of  each  to  be  attained 
in  the  several  grades.  However,  for  certain  aspects  of  algebra, 
English  composition,  grammar,  foreign  language,  commercial 
subjects,  history,  and  physical  sciences,  available  standardized  tests 
do  furnish  some  information  which  the  maker  of  a  course  of  study 
for  these  subjects  will  find  helpful  in  formulating  objectives. 

In  the  case  of  those  divisions  of  school  work  for  which 
standardized  educational  tests  do  not  provide  definite  objectives,  the 
maker  of  a  course  of  study  should  attempt  to  specify  the  objective  to 
be  attained  in  as  exact  terms  as  possible.  Definiteness  may  be 
secured  in  two  ways:  first,  by  analyzing  general  objectives  or  aims 
into  specific  abilities  to  be  acquired;  and  second,  by  specifying  the 
degree  of  attainment  in  each  ability  to  be  achieved  at  the  end  of 
each  school  year,  or  at  other  appropriate  intervals. 

The  use  of  such  general  terms  as  "thoroughly,"  "mastery," 
"fully,"  and  so  forth  should  be  avoided.  Even  statements  such  as 
"to  continue  the  development  of  their  vocabularies"  or  "to  drill  the 
pupils  in  good  speech  habits,"  are  so  general  and  hence  so  indefinite 
that  they  probably  mean  little  to  a  teacher. 

2.  Directions  relative  to  instruction:  a.  Learning  exercises. 
Children  are  educated  only  by  doing  learning  exercises.  Hence  the 
teacher's  first  responsibility  is  to  devise  or  select  appropriate  exercises 
for  her  pupils  to  do.  Arithmetic  texts  are  primarily  compilations  of 
learning  exercises,  but  the  teacher  of  this  subject  finds  it  necessary 

[6] 


to  formulate  questions  and  even  to  plan  additional  problems.  In 
reading,  geography,  history,  literature,  physics,  and  chemistry  the 
number  of  learning  exercises  provided  by  the  author  of  the  text  is 
relatively  small;  and  the  teacher  must  therefore  assume  the  responsi- 
bility for  devising  most  of  the  exercises  that  she  assigns. 

The  motivation  of  school  work  and  the  guidance  of  pupils  in 
their  learning  activities  are  generally  recognized  as  very  potent 
factors  of  the  educative  process,  but  the  scope  and  character  of  the 
learning  exercises  assigned  by  the  teacher  contribute  perhaps  even 
more  to  the  success  of  teaching.  When  we  analyze  many  of  the 
criticisms  of  teaching,  we  find  the  basic  fault  to  be  that  the  teacher 
failed  to  assign  appropriate  learning  exercises.  For  example,  an 
observer  finds  children  reading  aloud  from  the  textbook  in  class;  the 
questions  asked  call  for  memorized  statements;  games  are  played 
which  have  little  or  no  educative  value;  children  are  listening 
passively  to  the  teacher,  and  so  forth.  In  each  of  these  instances 
the  fault  of  the  teacher  is  her  failure  to  assign  an  appropriate  learn- 
ing exercise. 

It  is  highly  important  that  the  course  of  study  include  both  a 
consideration  of  the  types  of  learning  exercises  which  are  appropriate 
in  a  given  subject  and  suggestions  to  the  teacher  relative  to  devising 
such  exercises.  Unfortunately,  it  is  a  phase  that  is  frequently 
overlooked.  Many  of  our  present  courses  of  study  contain  little  or 
no  reference  to  the  learning  exercises  which  the  teacher  should 
assign.  It  is,  of  course,  not  possible  to  give  teachers  detailed  direc- 
tions in  regard  to  the  particular  questions  and  other  learning  exer- 
cises which  they  should  assign;  but  a  valuable  service  can  be 
rendered  by  illustrating  the  types  of  exercises  which  should  be  used 
in  a  particular  subject  and  by  giving  general  directions  concerning 
their  formulation.  This  service,  which  constitutes  one  type  of  super- 
vision, is  particularly  valuable  to  inexperienced  teachers. 

b.  Methods  of  securing  motive  and  of  guiding  pupils  in  learn- 
ing activities.  A  course  of  study  should  not  be  made  a  treatise  on 
methods  of  teaching  but  practical  suggestions  relative  to  teaching 
techniques  will  be  helpful  to  most  teachers.  In  addition  the  course 
of  study  should  contain  references  to  authoritative  sources  which 
teachers  may  consult  if  they  feel  the  need  for  more  assistance  in  this 
phase  of  their  work.  Much  of  the  motivation  of  school  work  is  accom- 
plished through  the  assignment  of  learning  exercises.  Hence,  the 
technique  of  making  assignments  should  be  treated.   After  an  assign- 

[7] 


ment  is  made,  guidance  of  pupils  in  their  learning  activities  involves 
four  types  of  technique: 

1.  General  directions  for  study. 

2.  Evaluation  of  pupils'  performances.  This  includes  calling 
attention  to  errors  and  undesirable  procedures  employed  by  the 
pupil.   This  technique  frequently  is  called  "diagnosis." 

3.  Assignment  of  supplementary  learning  exercises.  These 
include  questions,  explanations,  and  illustrations  by  the  teacher,5 
and  references  to  the  text  or  other  sources  of  information. 
Remedial  instruction  is  frequently  used  as  a  name  for  this 
technique. 

4.  Direct  assistance  by  the  teacher  or  another  pupil. 
Adaptation  of  objectives  and  instruction  to  individual  differ- 
ences in  pupils.  In  the  treatment  of  both  objectives  and  instruction 
there  should  be  some  consideration  of  the  differences  in  the  capacities 
of  children  belonging  to  the  same  grade.  Some  provision  for  these 
individual  differences  may  be  made  through  the  general  organiza- 
tion of  the  school,  but  additional  adjustments  must  be  made  by  the 
teacher.  The  course  of  study  should  indicate  how  the  teacher  is  ex- 
pected to  adjust  the  objectives  to  pupils  who  differ  from  the  average 
in  ability  and  should  give  suggestions  in  regard  to  adaptations  of 
methods  of  teaching. 

Scientific  curriculum  construction.  Under  the  title  of  curriculum 
construction  a  large  amount  of  effort  is  being  devoted  to  ascertaining 
what  American  children  should  be  asked  to  learn  in  school.  Some 
workers  are  expressing  their  results  in  the  form  of  "objectives."  The 
most  notable  list  of  objectives  is  that  compiled  by  Bobbin6  and 
originally  published  as  a  monograph  on  curriculum  construction  in 
Los  Angeles.  These  objectives,  which  are  for  the  field  of  secondary 
education,  are  expressed  in  terms  of  abilities  to  be  acquired  by 
pupils.  Other  studies  labeled  as  attempts  to  determine  "minimum 
essentials"  have  culminated  in  lists  of  specific  facts  or  other  items, 
which  should  be  included  in  the  minimum  achievements  of  school 
children.  Ayres'  determination  of  the  1000  most  commonly  used 
words  of  the  English  language  is  representative  of  a  number  of 
studies  of  this  type. 


5In  the  case  of  an  explanation  or  illustration,  the  learning  exercise  set  for  the 
pupil  is  listening  to  the  teacher  talk. 

6Bobbitt,  Franklin.  How  to  Make  a  Curriculum.  Boston:  Houghton  Mifflin 
Company,  1924.    292  p. 

[8] 


The  need  for  such  basic  studies  is  obvious.  In  spite  of  the  fact 
that  in  many  ways  our  schools  are  conservative,  since  1890  a  large 
number  of  additions  to  the  public-school  curriculum  have  been  made 
in  response  to  public  demand.  Among  the  new  subjects  introduced 
into  the  elementary  school  are  elementary  science,  health  work  or 
hygiene,  thrift,  agriculture,  school  gardening,  manual  training,  cook- 
ing, sewing,  modern  language,  shop  work,  and  physical  training. 
Many  topics  also  have  been  added  to  the  older  studies,  particularly 
history,  geography  and  literature.  At  the  same  time  relatively  few 
eliminations  have  been  made.  The  net  result  is  that  the  curriculum 
of  both  the  elementary  and  of  the  high  school  is  now  greatly  con- 
gested. The  amount  of  subject-matter7  is  too  great  to  be  handled 
effectively  within  the  time  available. 

Our  educational  aim  has  been  stated  in  general  terms,  and  as 
our  schools  have  been  asked  to  assume  increased  responsibilities,  the 
additions  to  the  curriculum,  at  least  in  the  details,  have  not  always 
been  consistent  with  that  aim.  Furthermore,  the  requirements  of 
adult  life  have  changed,  and  subject-matter  that  at  one  time  possessed 
direct  value  in  the  education  of  children  has  become  obsolete  or  at 
least  is  relatively  low  in  the  scale  of  value  when  compared  with 
more  recent  additions  to  the  curriculum.  In  view  of  the  present  con- 
gested curriculum  and  the  ever-present  pressure  to  include  new 
subject-matter,  it  is  highly  imperative  that  we  have  a  detailed 
evaluation  of  the  present  content  of  our  curriculum  and  of  proposed 
additions.  Furthermore,  this  evaluation  should  be  made  on  as  objec- 
tive a  basis  as  possible.  For  this  reason  scientific  curriculum  studies 
render  a  valuable  service  to  our  schools. 

Relation  of  scientific  curriculum  construction  to  the  making  of 
a  course  of  study.  Logically  scientific  curriculum  studies  should  pre- 
cede the  making  of  the  course  of  study  since  they  furnish  the 
objectives  which  constitute  a  fundamental  phase  of  a  course  of  study. 
However,  scientific  curriculum  construction  is  a  slow  process.  So 
far,  we  have  only  fragmentary  studies  in  this  field,  and  many  do 
not.  appear  to  be  highly  reliable.  Furthermore,  changed  economic 
and  social  conditions  constantly  create  new  curriculum  problems, 
and  for  this  reason  we  shall  never  be  able  to  finish  the  task  of  con- 
structing our  curriculum  on  a  scientific  basis. 

In  the  meantime,  our  schools  are  in  operation  and  there  is  need 

'Subject-matter  may  be  considered  as  descriptions  of  experiences  and  controls 
of  conduct.    Most  of  these  descriptions  are  recorded  in  textbooks. 

[9] 


for  the  best  course  of  study  which  can  be  made  at  the  present  time. 
Those  in  charge  of  our  schools  cannot  afford  to  wait  even  until  the 
scientific  studies  now  in  progress  are  completed.  Neither  can  they 
engage  in  extended  investigations  preliminary  to  the  making  of  a 
course  of  study.  Their  problem  is  to  provide  the  best  working 
specifications  they  can  for  the  next  year.  Consequently  the  maker  of 
a  course  of  study  should  approach  his  task  with  a  practical  attitude. 

The  maker  of  a  course  of  study  should  not  expect  much  direct 
and  immediate  assistance  from  scientific  studies  in  curriculum  con- 
struction. Although  he  should  acquaint  himself  with  available 
reports  and  seek  to  acquire  the  point  of  view  which  they  represent, 
the  accomplishment  of  his  task  depends  more  upon  his  efforts  in 
other  directions.  A  teacher's  real  objectives  are  reflected  in  the 
learning  exercises  that  he  sets  for  his  pupils  and  in  his  direction  of 
their  learning  activities.  Thus  a  list  of  objectives  in  a  course  of 
study  has  little  significance  unless  the  learning  exercises  and  the 
methods  of  instruction  are  compatible  with  them.  For  this  reason 
the  merit  of  a  course  of  study  is  probably  determined  more  by  the 
treatment  of  learning  exercises  and  of  methods  of  teaching  than  by 
the  formal  statement  of  objectives. 

Adaptation  of  objectives  to  a  particular  community.  Observa- 
tion of  communities  reveals  obvious  differences  in  adult  activities.  In 
one  a  large  percent  of  the  adults  are  engaged  in  mining;  in  another, 
manufacturing;  in  another,  agriculture;  and  so  forth.  In  large  cities 
there  are  marked  differences  in  the  adult  activities  that  are  prom- 
inent in  various  sections  of  the  city.  Since  our  general  objective  in 
educating  children  is  to  prepare  them  for  effective  participation  in 
the  activities  of  adult  life,  it  has  been  asserted  that  the  course  of 
study  should  be  adapted  to  the  needs  of  the  particular  community 
lor  which  it  is  prepared.  Usually  this  assertion  has  been  interpreted 
to  mean  that,  in  the  list  of  specific  objectives,  preparation  for  the 
particular  vocational  activities  of  the  community  should  be  given  a 
prominent  place. 

This  point  of  view  is  attractive,  but  the  maker  of  a  course  of 
study  must  avoid  carrying  its  application  too  far.  With  the  exception 
of  vocational  activities,  the  demands  of  adult  life  do  not  vary  greatly 
from  community  to  community.  All  speak  and  read  the  English 
language.  Adjult  activities  relating  to  health,  recreation,  civic  re- 
sponsibilities, home'  life,  and  religion  are  characterized  by  uniformity 
rather  than  by  variability.    Particular  communities  are  but  divisions 

[10] 


of  larger  communities,  the  state  and  the  nation.  In  the  case  of  voca- 
tional activities,  we  must  remember  that  many  children  will  not  con- 
tinue to  live  in  the  community  in  which  they  received  their  school- 
ing. Furthermore,  those  who  continue  to  reside  in  the  same  commun- 
ity may  change  their  vocational  activities  from  time  to  time.  Thus, 
as  far  as  the  elementary  school  is  concerned,  especially  the  first  six 
grades,  there  is  little  justification  for  attempting  to  formulate  objec- 
tives that  are  adapted  to  a  particular  community.  In  the  case  of  the 
high  school,  some  adaptation  may  be  made  in  those  subjects  that  are 
designed  to  prepare  in  part  for  vocational  activities.  However,  a 
careful  and  unprejudiced  inquiry  into  the  needs  for  training  will 
reveal  much  less  demand  for  the  adaptation  of  objectives  to  the 
local  community  than  some  enthusiasts  have  advocated. 

Adaptation  of  learning  exercises  to  the  local  community.  We 
should  distinguish  between  "adaptation  of  objectives"  and  "adapta- 
tion of  learning  exercises."  Although  this  distinction  is  not  usually 
made,  it  is  an  important  one.  The  adaptation  of  the  course  of  study 
tc  the  community  for  which  it  is  prepared,  affects  the  section  devoted 
to  learning  exercises  much  more  than  that  devoted  to  the  objectives. 
A  foundation  of  perceptual  experience  is  a  prerequisite  for  the  learn- 
ing activities  required  in  school  and  the  resources  of  the  commun- 
ity should  be  capitalized  in  providing  this  phase  of  education.  Local 
activities  such  as  the  post  office,  grocery  stores,  banks,  department 
stores,  the  city  government,  telephone  system,  manufacturing  plants, 
and  so  forth  may  be  visited  and  made  the  basis  of  study;  but  such 
assignments  should  be  thought  of  as  learning  exercises  to  provide 
basic  experiences.  The  teacher's  objectives  extend  beyond  the  mere 
acquiring  of  knowledge  about  the  local  activities.  The  experience 
which  pupils  acquire  in  such  work  should  be  utilized  as  a  basis  in 
extending  their  education  so  that  they  will  be  equipped  for  participa- 
tion in  a  broader  range  of  adult  activities. 

Making  a  course  of  study  versus  adopting  one  ready-made. 
Since  we  have  minimized  the  adaptation  of  the  course  of  study  to 
particular  communities,  a  question  arises  which  may  be  stated  as  fol- 
lows: Assuming  that  a  good  course  of  study  has  been  prepared  for 
the  school  system  of  city  "B,"  is  it  wise  for  the  superintendent  in 
city  "A"  to  adopt  it  ready-made  with  little  or  no  change,  or  should 
he  in  cooperation  with  his  teachers  prepare  a  "new"  course  of  study? 

Although  there  are  now  available  a  number  of  courses  of  study 
which  possess  considerable  merit,  none  of  them  may  be  considered  to 

[11] 


represent  perfection.  Hence,  for  the  immediate  future  there  is  oppor- 
tunity for  a  school  system  to  improve  upon  existing  specifications 
and  directions  for  the  education  of  children.  However,  there  is 
another  and  more  important  reason  why  each  school  system  should 
prepare  its  own  course  of  study.  Statements  of  objectives  and  direc- 
tions with  reference  to  learning  exercises  and  methods  of  instruction 
will  influence  the  work  of  the  school  only  as  they  are  understood  and 
followed  by  the  teachers.  A  group  of  teachers  who  engage  in  the 
making  of  a  course  of  study  will  possess  a  clearer  understanding  of 
its  content  than  is  likely  to  be  attained  by  the  teachers  of  a  school 
system  which  adopts  a  course  of  study  ready-made.  Furthermore, 
teachers  are  likely  to  be  much  more  in  sympathy  with  specifications 
and  directions  which  they  have  had  a  part  in  formulating.  For  these 
reasons  it  is  advisable  for  each  school  system  to  prepare  its  own 
course  of  study. 

The  preparation  of  a  course  of  study,  a  means  of  training 
teachers  in  service.  In  the  education  of  children,  we  have  empha- 
sized the  necessity  of  a  purpose  as  a  prerequisite  for  effective  study. 
Without  a  well-defined  purpose,  a  learner's  activity  will  lack  direc- 
tion and  essential  driving  power.  Much  of  the  virtue  of  the  "project 
method,"  which  is  advocated  by  a  number  of  educators,  is  due  to  a 
central  purpose  around  which  certain  learning  exercises  are  grouped. 

Teacher's  institutes,  the  study  of  reading-circle  texts,  teacher's 
meetings,  extension  courses,  and  the  like  are  generally  recognized  as 
being  unsatisfactory  means  of  improving  teachers  in  service.  One  of 
the  principal  reasons  for  their  failure  is  that  in  such  activities 
teachers  do  not  have  a  definite  purpose  which  provides  motive  and 
focuses  their  efforts.  In  many  cases  they  complain  that  the  work 
is  not  practical.  The  making  of  a  course  of  study  provides  a  definite 
purpose  for  all  members  of  the  instructional  and  supervisory  staff. 
Even  if  the  resulting  course  of  study  were  not  needed  for  efficient 
teaching,  its  construction  would  constitute  a  valuable  project  for  the 
training  of  teachers.  Many  superintendents  have  testified  that  no 
other  type  of  work  has  yielded  as  valuable  results  in  the  training  of 
their  teachers  while  in  service. 

Revising  the  course  of  study.  Courses  of  study  made  in  the 
immediate  future  are  not  likely  to  approach  perfection  very  closely. 
Hence,  revision  will  be  needed  from  time  to  time,  and  failure  to  do 
this  will  tend  to  prevent  progress.  On  the  other  hand,  revisions  can 
be  made  too  frequently.    If  the  course  of  study  is  constantly  in  a 

[12] 


stage  of  change,  respect  for  it  is  likely  to  be  lacking.  A  course  of 
study  should  be  tried  out  for  a  year  or  two  so  that  its  imperfections 
may  be  known,  and  hasty  and  ill-advised  changes  should  be  avoided. 

How  to  make  a  course  of  study.  The  details  of  the  plans  for 
the  making  of  a  course  of  study  will,  of  course,  depend  in  part  upon 
local  conditions.  There  are,  however,  certain  features  of  this  pro- 
cedure which  appear  to  be  essential.  In  the  first  place,  the  superin- 
tendent should  organize  his  corps  of  teachers  into  committees.8  The 
number  of  committees  will  be  determined  in  part  by  the  size  of  the 
teaching  staff.  There  should  be  one  group  for  the  elementary 
school  (Grades  I  to  VI  or  Grades  I  to  VIII),  and  a  second  group  for 
the  high  school  (Grades  VII  to  XII  or  IX  to  XII).  For  each  of 
these  groups  of  committees,  there  should  be  a  general  committee 
composed  of  the  chairmen  of  the  several  committees.  The  superin- 
tendent, or  someone  designated  by  him,  should  serve  as  the  chair- 
man of  the  general  committee  for  the  elementary  school.  The  high- 
school  principal,  or  some  other  appropriate  person,  should  serve  as 
chairman  of  the  second  general  committee.  It  is  desirable  that  the 
chairman  of  each  of  these  general  committees  be  an  ex  officio  member 
of  the  other. 

A  suggestive  layout  of  committees  is  given  for  a  school  system 
of  from  forty  to  seventy-five  teachers. 

SUBJECT  COMMITTEES  FOR  THE  ELEMENTARY  SCHOOL9 

Grades  I-VI  or  I-VIII 

I.  Arithmetic 
II.  Reading 

III.  English  (language,  grammar,  and  literature) 

IV.  Geography  and  history 
V.  Spelling  and  handwriting 

VI.  Practical  and  fine  arts   (drawing,  music,  manual  training,  sew- 
ing, cooking,  etc.) 


8In  the  case  of  a  large  school  system  it  will  not  be  desirable  to  assign  all 
members  of  the  teaching  staff  to  a  committee.  However,  all  divisions  of  the 
school  system  should  be  adequately  represented  and  except  in  very  large  systems 
all  teachers  should  have  some  part  in  the  work. 

9Health  work,  hygiene,  and  physical  training  are  to  be  handled  by  the  high- 
school  committee.  This  committee,  however,  should  have  one  or  two  representatives 
from  Grades  I  to  VI. 


[13] 


SUBJECT  COMMITTEES  FOR  THE  HIGH  SCHOOL 
Grades  VII-XII  or  VIII-XII 

I.  English,  foreign  languages,  and  reading 
II.  Social  studies  including  geography 

III.  Mathematics  and  science 

IV.  Practical  and  fine  arts  (manual  training,  home  economics,  com- 
mercial subjects,  music,  and  so  forth) 

V.  Health,  physical  training,  and  extra-curricular  activities 

(This  committee,  which  will  have  charge  of  the  course  of  study 
for  the  elementary  school,  should  have  one  or  two  representa- 
tives from  that  division  of  the  school  system.) 
Adaptation  of  committee  layout  to  a  larger  system.    In  a  large 
school   system,   the  subject  committees   designated   above   as   being- 
responsible  for  two  or  more  subjects  should  be  divided  or  explicit 
provisions  made  for  sub-committees.   In  the  case  of  a  committee  that 
is  responsible  for  only  one  subject,  such  as  reading  or  arithmetic,  a 
division  of  labor  may  be  desirable,  but  the  superintendent  should 
bear  in  mind  that  the  larger  the  number  of  committees  the  more 
difficult  it  will  be  to  secure  a  consistent  point  of  view  and  a  unified 
course  of  study. 

Method  of  appointing  committees.  The  superintendent  should 
first  select  the  chairmen  of  the  several  committees.  In  doing  this  he 
should  bear  in  mind  the  need  that  a  chairman  possess  the  quality 
of  leadership,  and  that  he  have  an  intimate  acquaintance  with  the 
subject  or  subjects  with  which  the  committee  is  to  deal.  After  the 
chairmen  have  been  selected,  it  is  wise  for  the  superintendent  to 
secure  an  expression  of  preference  from  the  remaining  members  of 
the  teaching  staff,  and  to  recognize  this  preference,  as  far  as  possible 
in  making  assignments.  In  the  committees  for  the  elementary  school, 
it  is  desirable  that  there  be  a  representative  from  each  of  the  grades, 
in  which  the  subjects  to  be  considered  are  taught.  In  the  high  school, 
the  subjects  taught  will  determine  the  committee  assignments  to  a 
large  extent.  A  few  teachers  from  the  elementary  school  also  may  be 
assigned  to  high-school  committees,  particularly  those  having  to  do 
with  English,  social  studies,  and  mathematics. 

Provision  for  expert  leadership.  It  is  important  that  provision 
be  made  for  expert  leadership.  Unless  the  superintendent  or  some 
member  of  the  staff  has  made  an  extensive  study  of  curriculum  con- 
struction and  other  problems  relating  to  the  making  of  a  course  of 

[14] 


study,  the  services  of  some  competent  person  from  outside  the  system 
should  be  secured.  Even  if  such  an  individual  meets  with  the  various 
committees  only  occasionally,  his  services  are  decidedly  worth  while. 
In  addition  to  guiding  the  various  committees  in  their  work,  he  will 
provide  a  stimulus  that  usually  cannot  be  secured  if  home  talent  is 
depended  upon  entirely. 

The  task  of  the  general  committees.  In  addition  to  their  func- 
tions of  stimulating  and  guiding  the  work  of  the  subject  com- 
mittees, the  members  of  the  two  general  committees  should  assume 
the  responsibility  for  the  preparation  of  the  first  two  sections  of  the 
course  of  study  indicated  on  pages  4,  5.  It  will  be  helpful  to  have 
these  sections  prepared  first  and  placed  in  the  hands  of  the  subject 
committees.  The  general  committees  also  should  fulfil  an  editorial 
function  with  reference  to  the  manuscripts  submitted  by  the  subject 
committees. 

The  task  of  the  subject  committees.  The  tasks  for  the  subject 
committees  are  implied  in  the  description  of  a  course  of  study  given 
on  pages  5-8.  These  tasks  fall  under  three  general  headings: 

1.  Formulation  of  detailed  objectives  including  definite 
standards  of  attainment  so  far  as  possible.  In  case  the  textbook 
has  not  already  been  selected,  the  choice  of  a  suitable  text  will 
form  one  of  the  responsibilities  under  this  head. 

2.  Suggestions  with  reference  to  learning  exercises,  partic- 
ularly in  those  subjects  for  which  the  text  provides  only  a 
limited  number.  A  subject  committee  should  not  attempt  to 
formulate  all  of  the  learning  exercises  which  a  teacher  is  ex- 
pected to  use,  but  should  rather  confine  its  efforts  to  pre- 
senting illustrative  types  of  exercises  and  suggestions  for  devising 
them. 

3.  Suggestions  with  reference  to  methods  of  teaching.  A 
committee  may  render  valuable  service  by  suggesting  means  for 
securing  motivation  and  piocedures  to  be  followed  in  evaluating 
pupil  achievements.  Illustrative  sets  of  examination  questions, 
and  other  exercises  suitable  for  testing  purposes  are  appropriate. 
Instructions  in  regard  to  the  handling  of  written  work  also  may 
be  prepared.  Adaptation  of  subject-matter  and  instruction  to 
individual  differences  should  not  be  over-looked. 

Executing  the  task  of  the  committees.  It  is  of  course  obvious 
that,  in  a  brief  pamphlet,  detailed  directions  cannot  be  given   for 


[15] 


executing  the  various  tasks  involved  in  the  making  of  a  course  of 
study.  The  Bureau  of  Educational  Research  plans  to  issue  a  series 
of  circulars  dealing  with  the  more  important  subjects  of  the  curricu- 
lum. Those  for  arithmetic  and  reading  will  be  ready  for  distribution 
early  in  the  school  year  of  1925-26.  The  following  general  sugges- 
tions are  offered: 

I.  Each  member  of  a  committee,  particularly  the  members 
of  the  general  committees,  should  acquire  a  clear  understanding 
of  the  purpose  of  public  education.  One  or  more  books  dealing 
with  this  topic  should  be  studied  carefully  (see  bibliography 
pages  18-21). 

II.  All  members  of  committees  should  seek  to  acquire  a 
clear  concept  of  the  learning  process  and  of  the  teaching  process. 
The  brief  statements  in  the  preceding  pages  are  very  general  and 
should  be  supplemented  by  a  careful  study  of  such  a  book  as 
Bagley  and  Keith,  An  Introduction  to  Teaching.10 

III.  Each  member  of  a  committee  should  seek  to  acquire 
a  clear  understanding  of  the  nature  and  function  of  the  outcomes 
of  learning,  particularly  those  resulting  from  instruction  in  the 
subject  for  which  he  is  attempting  to  formulate  a  course  of 
study. 

IV.  The  members  of  the  committees  should  secure  and  ex- 
amine carefully  a  number  of  the  better  courses  of  study  in  order 
to  become  acquainted  with  the  specifications  that  have  been  pre- 
pared in  other  school  systems  (see  bibliography  pages  21-35). 

V.  In  the  case  of  those  subjects  for  which  standardized 
tests  are  available,  the  members  of  the  committees  should  secure 
a  statement  of  the  standards  that  have  been  derived.  It  may  not 
be  advisable  to  incorporate  these  standards  directly  in  the  course 
of  study,  but  with  them  as  a  basis,  definite  objectives  may 
easily  be  formulated. 

VI.  Each  teacher  should  study  at  least  one  book  on 
special  methods  for  the  purpose  of  securing  information  with 
reference  to  each  of  the  three  phases  of  the  course  of  study.  It 
is  also  helpful  to  consult  textbooks  other  than  the  one  used. 
However,  the  examination  of  a  large  number  of  textbooks  will 
not  usually  be  very  profitable  (see  bibliography  pages  21-35). 


10In  connection  with  this  topic  read  Bagley,  William  C.  and  Keith,  John  A.  H. 
An  Introduction  to  Teaching.    New  York:    The  Macmillan  Company,   1924.    400  p. 

[16] 


VII.  If  the  facilities  permit  and  if  there  is  time  for  the 
work,  it  will  be  helpful  to  read  some  of  the  accounts  of  scientific 
curriculum  construction.  However,  as  we  have  previously  indi- 
cated, the  amount  of  immediate  assistance  offered  by  such 
sources  will  not  usually  be  very  great. 

Writing  a  course  of  study.  Care  should  be  exercised  in  writing 
a  course  of  study.  All  statements  should  be  made  sufficiently  precise 
and  complete  that  a  teacher  will  experience  no  difficulty  in  under- 
standing the  specifications  and  directions  relative  to  her  work.  Since 
the  members  of  the  committees  will  become  very  familiar  with  the 
section  of  the  course  of  study  which  they  are  preparing,  they  are 
likely  to  make  statements  that  are  too  abbreviated  to  be  easily 
understood  or  even  to  omit  entire  statements  that  are  essential  to  a 
clear  understanding.  A  course  of  study  will  influence  the  work  of  a 
school  system  only  as  it  is  understood  by  the  teachers  and  its 
effectiveness  is  conditioned  by  the  clearness  and  forcefulness  of  the 
writing.11 


"Some  suggestions  relative  to  educational  writing  will  be  found  in  Bulletin 
No.  25. 

Monroe,  Walter  S.,  and  Johnston,  Nell  Bomar.  "Reporting  educational  re- 
search," University  of  Illinois  Bulletin,  Vol.  22,  No.  38,  Bureau  of  Educational 
Research  Bulletin  No.  25.    Urbana:    University  of  Illinois,  1925.   64  p. 

[17] 


BIBLIOGRAPHY1 

Introductory  note.  It  has  been  suggested,  page  16,  that  those 
who  prepare  courses  of  study  should  familiarize  themselves  with  (1) 
a  number  of  the  better  courses  of  study,  (2)  available  standardized 
tests,  (3)  at  least  one  book  on  special  methods,  and  when  possible 
(4)  some  accounts  of  scientific  curriculum  making.  The  following 
bibliography  is  given  for  the  purpose  of  providing  usable  references 
relative  to  these  four  aspects. 

Some  references  are  given  at  first  which  have  to  do  with  the 
general  problem  of  curriculum  construction.  These  are  divided 
according  to  the  three  divisions  of  the  school  system:  elementary 
school,  junior  high  school,  and  senior  high  school.  Within  these  three 
groups,  distinction  is  made  between  "foundational"  and  "supple- 
mentary" references.  As  the  classifications  indicate,  those  labeled  as 
"foundational"  are  considered  essential  to  anyone  who  is  making 
revisions  in  curricula  or  courses  of  study;  those  listed  as  "supple- 
mentary" contain  valuable  suggestions  for  one  who  is  able  to  make  a 
more  exhaustive  study  of  the  subject. 

The  bulk  of  the  bibliography  is  composed  of  references  on 
special  methods,  courses  of  study,  standards  of  attainment,  and 
scientific  curriculum  studies  in  the  various  school  subjects.  The 
references  have  been  carefully  selected  and  only  those  considered 
worth  while  are  included.  The  courses  of  study  referred  to  are  not 
perfect,  but  they  are  the  best  available  at  present.  They  illustrate 
many  of  the  best  principles  of  course-of-study  making  and  all  possess 
considerable  merit. 

I.  GENERAL  PRINCIPLES  OF  CURRICULUM  CONSTRUCION 

1.  Elementary  School 
Foundational: 

Bobbitt,    Franklin.      How    to    Make     a     Curriculum.      Chicago: 

Houghton  Mifflin  Company,  1924,  p.  1-75. 
Charters,  W.  W.   Curriculum  Construction.   New  York:    The  Mac- 

millan  Company,  1923,  p.  3-55,  94-112,  137-68. 

Credit  for  compiling  the  following  bibliography  is  given  to  M.  E.  Herriott, 
Associate,  Bureau  of  Educational  Research. 

[18] 


McMurry,  Charles  A.  How  to  Organize  the  Curriculum.  New 
York:    The  Macmillan  Company,  1923.    358  p. 

Threlkeld,  A.  L.  "Curriculum  revision:  how  a  particular  city  may 
attack  the  problem/'  Elementary  School  Journal,  25:573-82, 
April,  1925. 

Supplementary: 

Bobbitt,  Franklin.  The  Curriculum.  Boston:  Houghton  Mifflin 
Company,  1918,  p.  3-52,  117-289. 

Bonser,  Frederick  Gordon.  The  Elementary  School  Curriculum. 
New  York:    The  Macmillan  Company,  1920.   466  p. 

Meriam,  Junius  Lathrop.  Child  Life  and  the  Curriculum.  Yonkers, 
New  York:    World  Book  Company,  1920,  3-135. 

"The  elementary  school  curriculum."  Second  Yearbook  of  the  De- 
partment of  Superintendence.  Washington:  Department  of  Super- 
intendence of  the  National  Education  Association,  1924.   296  p. 

"Facts  on  the  public  school  curriculum."  Research  Bulletin  of  the 
National  Education  Association,  Vol.  I,  No.  5.  Washington: 
Research  Division  of  the  National  Education  Association,  1923,  p. 
310-50. 

"Research  in  constructing  the  elementary  school  curriculum."  Third 
Yearbook  of  the  Department  of  Superintendence.  Washington: 
Department  of  Superintendence  of  the  National  Education  Asso- 
ciation, 1925.   424  p. 

Teachers  of  Horace  Mann  Elementary  School.  "The  curriculum 
of  the  Horace  Mann  Elementary  School,"  Teachers  College 
Record,  14:1-109,  May,  1913. 

2.  Junior  High  School 
Foundational: 

Briggs,  Thomas  H.  The  Junior  High  School.  Boston:  Houghton 
Mifflin  Company,  1920.    350  p. 

Davis,  Calvin  O.  Junior  High  School  Education.  Yonkers,  New 
York:    World  Book  Company,  1924.   451  p. 

Koos,  Leonard  V.  The  Junior  High  School.  New  York:  Harcourt, 
Brace  and  Howe,  1920.    179  p. 

Supplementary: 

Bunker,  F.  F.  "Reorganization  of  the  public  school  system."  U.  S. 
Bureau  of  Education  Bulletin,  1916,  No.  8.  Washington:  Govern- 
ment Printing  Office,  1916.    186  p. 

[19] 


Clement,  John  Addison.  "Summary  of  organization  and  admin- 
istration of  forty  junior-high-school  systems  in  Kansas,"  Educa- 
tional Administration  and  Supervision,?  8: 137-42,  March,  1922. 

Cox,  P.  W.  L.  "The  Solvay  Junior  High  School,"  Educational 
Administration  and  Supervision,  1:619-22,  November,  1915. 

Deffenbaugh,  W.  S.  "Specimen  junior-high-school  programs  of 
study."  U.  S.  Bureau  of  Education  Bulletin,  1923,  No.  21.  Wash- 
ington:   Government  Printing  Office,  1923.    28  p. 

Douglass,  A.  A.  "The  junior  high  school,"  Fifteenth  Yearbook  of 
the  National  Society  for  the  Study  of  Education,  Part  III. 
Bloomington,  Illinois:  Public  School  Publishing  Company,  1916. 
157  p. 

Lyman,  R.  L.  "The  junior  high  schools  of  Montclair,  New  Jersey," 
School  Review,  29:495-509,  September,  1921. 

Lyman,  R.  L.  "The  Washington  Junior  High  School,  Rochester, 
New  York,"  School  Review,  28:178-204,  March,  1920. 

Wilson,  H.  B.,  and  others.  "Junior  high  schools  of  Berkeley,  Cali- 
fornia." U.  S.  Bureau  of  Education  Bulletin,  1923,  No.  4.  Wash- 
ington:   Government  Printing  Office,  1923.   48  p. 

"Facts  on  the  public  school  curriculum."  Research  Bulletin  of  the 
National  Education  Association,  Vol.  I,  No.  5.  Washington: 
Research  Division  of  the  National  Education  Association,  1923, 
p.  310-50. 

3.  Senior  High  School 
Foundational: 

Bobbitt,  Franklin.  How  to  Make  a  Curriculum.  Boston:  Hough- 
ton Mifflin  Company,  1924.   292  p. 

Charters,  W.  W.  Curriculum  Construction.  New  York:  The  Mac- 
Millan  Company,  1923,  p.  3-55,  94-112. 

"'Cardinal  principles  of  secondary  education."  U.  S.  Bureau  of  Edu- 
cation Bulletin,  1918,  No.  35.  Washington:  Government  Printing 
Office,  1918.   32  p. 

Supplementary: 

Bobbitt,  Franklin.  The  Curriculum.  Boston:  Houghton  Mifflin 
Company,  1918.  295  p. 

Clement,  John  Addison.  Curriculum  Making  in  Secondary  Schools. 
New  York:    Henry  Holt  and  Company,  1923.   534  p. 


[20] 


II.    METHOD  OF  TEACHING,  COURSES  OF  STUDY,  AND 
STANDARDS  OF  ATTAINMENT  IN  SPECIFIC  SUBJECTS 

1.  Elementary  School 
Grades  1-6 

A.  General  and  unclassified: 

Doherty,  Margaret  and  MacLatchy,  Josephine.  "Bibliography 
of  educational  and  psychological  tests  and  measurements."  U.  S. 
Bureau  of  Education  Bulletin,  1924,  No.  55.  Washington:  Gov- 
ernment Printing  Office,  1924.   233  p. 

Kendall,  C.  N.  and  Mirick,  G.  A.  How  to  Teach  the  Fundamental 
Subjects.   Boston:    Houghton  Mifflin  Company,  1915.   329  p. 

Odell,  Charles  W.  "Educational  tests  for  use  in  elementary 
schools,  revised."  University  of  Illinois  Bulletin,  Vol.  22,  No.  16. 
Bureau  of  Educational  Research  Circular  No.  33.  Urbana:  Uni- 
versity of  Illinois,  1924.   22  p. 

Odell,  Charles  W.  "Educational  tests  for  use  in  high  schools, 
revised."  University  of  Illinois  Bulletin,  Vol.  22,  No.  37.  Bureau 
of  Educational  Research  Circular  No.  34.  Urbana:  University 
of  Illinois,  1925.   19  p. 

Parker,  Samuel  Chester.  General  Methods  of  Teaching  in  Ele- 
mentary Schools.   Boston:   Ginn  and  Company,  1922.   336  p. 

Parker,  Samuel  Chester.  Types  of  Elementary  Teaching  and 
Learning.   Boston:  Ginn  and  Company,  1923.   585  p. 

The  Bureau  of  Cooperative  Research,  Indiana  University.  (Com- 
piled by)  "Bibliography  of  educational  measurements."  Indiana- 
polis:   Wm.  B.  Burford,  1923.    120  p. 

On  minimal  essentials:  Fourteenth  Yearbook  of  the  National 
Society  for  the  Study  of  Education,  Part  I;  Sixteenth  Yearbook, 
Part  I;  Seventeenth  Yearbook,  Part  I;  and  Eighteenth  Yearbook, 
Part  II.  Bloomington,  Illinois:  Public  School  Publishing  Com- 
pany, 1915,  1917,  1918,  1919. 

"The  Speyer  school  curriculum."  New  York:  Teachers  College, 
Columbia  University,  1913.    179  p. 

"Synopsis  of  course  of  study,  1923,  in  elementary  and  junior  high 
schools."    Berkeley,  California:    Board  of  Education,  1923.    63  p. 

B.  Arithmetic: 

Brown,  J.  C.  and  Coffman,  L.  D.  How  to  Teach  Arithmetic. 
Chicago:    Row,  Peterson  and  Company,  1914.    373  p. 

[21] 


Klapper,  P.   The  Teaching  of  Arithmetic.   New  York:    D.  Appleton 

and  Company,  1916. 
Lennes,  N.  J.   The  Teaching  of  Arithmetic.   New  York:    The  Mac- 

millan  Company,   1923.    486  p. 
Monroe,  \Y.  S.,  DeVoss,  J.  C,  and  Kelly,  F.  J.    Educational  Tests 

and     Measurements.      (Revised     edition.)      Boston:      Houghton 

Mifflin  Company,  1924,  p.  19-93. 
Osburn,    Worth    J.     Corrective    Arithmetic.     Boston:     Houghton 

Mifflin  Company,  1924.    182  p. 
Thorxdike,    E.    L.     The    New    Methods    in    Arithmetic.     Chiacgo: 

Rand,  McXally  and  Company,  1921.   260  p. 
"Arithmetic"  Course  of  Study  Monographs,  Elementary  Schools,  No. 

1.    Berkeley,  California:    Board  of  Education,  1921.   91  p. 
"Arithmetic — course  of  study  for  grades  four,  five,  and  six."    Balti- 
more, Maryland:    Board  of  Education,  1924.    Ill  p. 
"Arithmetic — elementary  course  of  study."    Trenton,  Xew  Jersey: 

Board  of  Education,  1923.   96  p. 
"Arithmetic — grades    1,  2,  3,  4,   5,   and   6 — course   of   study   mono- 
graph."  Denver:    Board  of  Education,  1924.   228  p. 
"Arithmetic — syllabus   for   elementary   schools."    University   of   the 

State  of  New  York  Bulletin,  No.  815.    Albany:  University  of  the 

State  of  New  York  Press,  1925.    121  p. 
"Course    of    study,    public    schools,    Baltimore    County,    Maryland, 

Grades  I-VIII."   Baltimore,  Maryland:    Warwick  and  York,  1921, 

p.  261-329. 
"Geography — history — arithmetic — course  of  study  for  kindergarten 

and  grades  one,  two,  and  three,"    Baltimore,  Maryland:    Depart- 
ment of  Education,  1924.    78  p. 
C.  Fine  and  Industrial  Arts: 
Farnsworth,  C.  H.    How  to  Study  Music.    New  York:    The  Mac- 

millan  Company,  1920.    294  p. 
McMurry,  Oscar  L.,  Edgers,  George  W.,  and  McMurry,  Charles 

A.    Teaching  of  Industrial  Arts  in  the  Elementary  School.    New 

York:    The  Macmillan  Company,  1923.    357  p. 
Sargent,  Walter,  and  Miller,  Elizabeth.    How  Children  Learn 

to  Draw.   Boston:    Ginn  and  Company,  1916.   264  p. 


[22] 


Sargent,  Walter,  Miller,  Elizabeth  E.  and  Gordon,  Margaret. 

"Course  of  study  in  drawing  in  the  elementary  school,  school  of 

education,  the  University  of  Chicago.    I-II-III-IV,"  Elementary 

School   Journal,    16:412-23,    475-90,    533-41;    April,   May,    June, 

1916;  17:  35-43,  September,  1916. 
Seashore,  C.  E.  The  Psychology  of  Musical  Talent.   Boston:  Silver, 

Burden  and  Company,  1919.    288  p. 
Whitford,  W.  G.    "Curriculum-building  in  art,"  Elementary  School 

Journal,  21:  288,  December,  1920. 
"Art  course."    Fort  Wayne,   Indiana:     Board   of  Education,    1920. 

71  p. 
"Course    of    study,    public    schools,    Baltimore    County,    Maryland, 

Grades  I-VIII."  Baltimore,  Maryland:    Warwick  and  York,  1921, 

p.  593-671,  688-98. 
"Course  of  study  in  drawing  and  applied  art."    Cleveland:    Board 

of  Education,  1915.   24  p. 
"Course  of  study,  fine  and  industrial  arts."   Denver:    Board  of  Edu- 
cation, 1918.   38  p. 
"Fine  and  industrial  arts — grades  one-six."    St.  Cloud,  Minnesota: 

Board  of  Education,  1924.  288  p. 
"Manual  of  instruction  and  interpretations  for  measures  of  musical 

talent."   The  Columbia  Graphophone  Company,  1919. 
D.  Geography: 
Atwood,  W.  W.,  and  Thomas,  H.  G.  Teaching  the  New  Geography, 

Boston:    Ginn  and  Company,  1921. 
Branom,  M.  E.  and  F.  K.    The  Teaching  of  Geography.    Boston: 

Ginn  and  Company,  1921.   292  p. 
Dodge,  R.  E.  and  Kirchwey,  C.  B.   The  Teaching  of  Geography  in 

Elementary    Schools.    Chicago:     Rand,   McXally    and    Company, 

1913.   248  p. 
Monroe,  W.  S.,  DeVoss,  J.  C,  and  Kelly,  F.  J.   Educational  Tests 

and     Measurements.      (Revised     edition.)      Boston:      Houghton 

Mifflin  Company,  1924,  p.  272-82. 
Smith,  Edward  E.  Teaching  Geography  by  Problems.  Garden  City, 

New  York:    Doubleday,  Page  and  Company,  1922.    306  p. 
"Course    of    study,    public    schools,    Baltimore    County,    Maryland, 

Grades  I-VIII."   Baltimore,  Maryland:    Warwick  and  York,  1921, 

p.  158-216. 

[23] 


"Course  of  study  in  geographic,  biographic,  and  historic  Pittsburgh — 
teacher's  manual."  Pittsburgh:  Board  of  Public  Education, 
1921.   29  p. 

"Course  of  study  in  geography."  Lawrence,  Kansas:  Board  of 
Education.    (No  date  given,  but  new.)    66  p.  (Mimeographed.) 

"The  course  of  study  in  geography  and  nature  study — grades  one  to 
six."    Philadelphia:    Board  of  Public  Education,  1920,  p.  30-119. 

"Geography — course  of  study  for  grades  four,  five,  and  six."  Balti- 
more, Maryland:    Department  of  Education,  1924.    74  p. 

"Geography,"  Course  of  Study  Monograph,  Elementary  Schools, 
No.  4.   Berkeley,  California:    Board  of  Education,  1921.    117  p. 

"An  outline  of  the  course  in  geography  in  the  University  Elementary 
School,"  Elementary  School  Journal,  18:11-30,  115-32,  186-205, 
268-79;  September,  October,  November,  December,  1917. 

E.  Health  and  Physical  Education: 

Clark,  Lydia.  Physical  Training  for  the  Elementary  Schools.  Chi- 
cago: Benj.  H.  Sanborn  and  Company,  1920.   415  p. 

Staley,  S.  C.  and  Lowery,  D.  M.  Manual  of  Gymnastic  Dancing. 
New  York:    Association  Press,  1920.   212  p. 

"Course  of  study,  public  schools,  Baltimore  County,  Maryland, 
Grades  I-VIII."  Baltimore,  Maryland:  Warwick  and  York,  1921, 
p.  346-403. 

"Course  of  study  in  physical  training — elementary  schools."   Lincoln 
Nebraska:    Board  of  Education,  1919.   68  p. 
The    course    of    study    in    health    education — grades    one    to    six." 
Philadelphia:    Board  of  Public  Education,  1923.    130  p. 

'Course  of  study  in  school  health — physical  education,  Grades 
I-VIII."  Harrisburg,  Pennsylvania:  Department  of  Public 
Instruction,  1923.  291  p. 

'General  plan  and  syllabus  for  physical  training  in  the  elementary 
and  secondary  schools  of  the  state  of  New  York."  University  of 
the  State  of  New  York  Bulletin,  No.  724.  Albany:  University  of 
the  State  of  New  York,  1920.    424  p. 

'Lessons  in  hygiene  and  sanitation  for  grades  1-8."  Louisville,  Ken- 
tucky:   Public  Schools,  1919.   75  p. 

'Lessons  in  physical  education  for  elementary  grades."  Educational 
Publication,  No.  66,  Division  of  Publication,  No.  13.  Raleigh, 
North  Carolina:  State  Superintendent  of  Public  Instruction.  (No 
date  given,  but  new.)  125  p. 


[24] 


u 


"Physical  education,  including  hygiene."  Course  of  Study  for  Ele- 
mentary and  Junior  High  Schools,  Course  of  Study  Monographs, 
Elementary  and  Junior  High  School,  No.  9.  Berkeley,  Califonia: 
Board  of  Education,  1923.  63  p. 

"Syllabus  in  hygiene  for  kindergarten  and  first  six  elementary 
grades."  University  of  the  State  of  New  York  Bulletin,  No.  748. 
Albany:   University  of  the  State  of  New  York,  1921.    135  p. 

F.  History  and  Other  Social  Studies: 

Hill,  Howard  C.  Community  Life  and  Civic  Problems.  Boston: 
Ginn  and  Company,  1922.   528  p. 

Horn,  E.  "Principles  of  making  curricula  in  history,"  Teachers 
College  Record,  16:339-45,  September,  1915. 

Monroe,  W.  S.,  DeVoss,  J.  C,  and  Kelly,  F.  J.  Educational  Tests 
and  Measurements.  (Revised  edition.)  Boston:  Houghton  MifHin 
Company,  1924,  p.  282-96. 

Upton,  S.  M.,  and  Chassell,  C.  F.  "A  scale  for  measuring  the  im- 
portance of  habits  of  good  citizenship,  with  practical  applications 
to  a  report  card,"  Teachers  College  Record,  20:36-65,  January, 
1919;  23:52-79,  January,  1922. 

"Course  of  study,  public  schools,  Baltimore  County,  Maryland, 
Grades  I-VIII."  Baltimore:  Warwick  and  York,  1921,  p.  412- 
592. 

"Course  of  study  in  community  life,  history  and  civics  in  the  Ele- 
mentary School  of  the  University  of  Chicago,"  Elementary 
School  Journal,  17:397-431,  485-520,  550-75,  627-49;  February, 
March,  April,  May,  1917. 

"The  course  of  study  in  civics — grades  one  to  six."  Philadelphia: 
Board  of  Public  Education,  1924.   72  p. 

"Course  of  study  in  geographic,  biographic  and  historic  Pittsburgh — 
teacher's  manual."  Pittsburgh:  Board  of  Public  Education, 
1921,  29  p. 

"The  course  of  study  in  history — grades  one  to  eight."  Philadelphia: 
Board  of  Public  Education,  1924.    158  p. 

"History  and  civics,"  Course  of  Study  Monographs,  Elementary 
Schools,  No.  6.  Berkeley,  California:  Board  of  Education,  1922. 
103  p. 

"History — course  of  study  for  grades  four,  five,  and  six."  Baltimore, 
Maryland:    Department  of  Education,  1924.  103  p. 


[25] 


"The  social  studies  in  the  elementary  and  secondary  school." 
Twenty-Second  Yearbook  of  the  National  Society  for  the  Study  of 
Education,  Part  II.  Bloomington,  Illinois:  Public  School  Publish- 
ing Company,  1923.   344  p. 

"Suggestive  outlines  in  elementary  history,  Grades  I-VIII."  School 
Publication,  Xo.  22.   Los  Angeles:   Board  of  Education,  1919.  55  p. 

G.  Home  Economics: 

Hanna,  Agnes  K.  Home  Economics  in  the  Elementary  and  Second- 
ary Schools.   Boston:    Whitcomb  and  Barrows,  1922.   327  p. 

"Course  of  study,  public  schools,  Baltimore  County,  Maryland, 
Grades  I-VIII."  Baltimore,  Maryland:  Warwick  and  York,  1921, 
p.  672-87. 

"Home  economics."  Course  of  Study  Monographs,  Elementary 
Intermediate,  and  High  Schools,  No.  2.  Berkeley,  California: 
Board  of  Education,  1921.  56  p. 

"Home  economics."  State  Course  of  Study  for  Elementary  and 
Secondary  Schools  of  Indiana.  Indianapolis:  State  Department  of 
Public  Instruction,  1917.  44  p. 

H.  Language,  Grammar  and  Composition: 

Breed,  F.  S.,  and  Frostic,  F.  W.  "A  scale  of  measuring  English 
composition  in  the  sixth  grade,"  Elementary  School  Journal, 
17:307-25,  January,  1917. 

King,  Cora  E.  "Favorite  poems  of  children  of  the  elementary  school 
age,"   Teachers  College  Record,  23:255-73,  May,  1922. 

McGregor,  A.  Laura.  Supervised  Study  in  English.  Chicago:  The 
Macmillan  Company,  1921. 

Monroe,  W.  S.,  DeVoss,  J.  C,  and  Kelly,  F.  J.    Educational  Tests 

and  Measurements  (Revised  edition.)    Boston:    Houghton  Mifflin 

Company,  1924,  p.  240-71. 
"Course    of    study    in    primary    language."     Superior,    Wisconsin: 

Board  of  Education,  1920.    124  p. 
"English — course  of  study  for  grades  four,  five,  and  six."   Baltimore, 

Maryland:    Department  of  Education,  1924.    118  p. 
"English,    literature    and    spelling — elementary    course    of    study." 

Trenton,  New  Jersey:    Board  of  Education,  1923.    124  p. 
"Outline  course  of  study  in  English."   Rochester,  New  York:    Board 

of  Education,  1917.  182  p. 


[26] 


''Reading — composition — literature — spelling — handwriting — course 
of  study  for  kindergarten  and  grades  one,  two,  and  three."  Balti- 
more, Maryland:    Department  of  Education,  1924.    12  p. 

I.  Nature  Study  and  Science: 

Parker,  Bertha  M.  "The  course  in  nature-study  and  science  in 
the  University  Elementary  School,"  Elementary  School  Journal, 
24:116-25,  197-205,  290-300,  368-81;  October,  November,  Decem- 
ber, 1923,  January,  1924. 

''Course  of  study,  public  schools,  Baltimore  County,  Maryland, 
Grades  I-VIII."  Baltimore,  Maryland:  Warwick  and  York,  1921, 
p.  217-60. 

"The  course  of  study  in  geography  and  nature  study — grades  one 
to  six."    Philadelphia:    Board  of  Public  Education,  1920.    119  p. 

"Course  of  study  in  science  in  the  University  of  Chicago  Elementary 
School,"  Elementary  School  Journal,  18:410-22,  493-504,  571-86; 
February,  March,  April,  1918. 

"Elementary  course  in  science."  Pittsburgh:  Board  of  Public  Edu- 
cation, 1921.    71p. 

"Nature  Study."  Course  of  Study  Monographs,  Elementary  Schools, 
No.  3.   Berkeley,  California:    Board  of  Education,  1921.    104  p. 

J.  Reading: 

Germane,  Charles  E.  and  Germane,  Edith  Gayton.  Silent  Read- 
ing: A  Handbook  for  Teachers.  Chicago:  Row,  Peterson  and 
Company,  1922.   383  p. 

Gray,  William  S.  "Reading  in  the  elementary  schools  of  Indiana- 
polis," Elementary  School  Journal,  19:608-27,  April,  1919. 

Leonard,  Sterling  Andrews.  Essential  Principles  of  Teaching 
Reading  and  Literature.  Philadelphia:  J.  B.  Lippincott  Company, 
1922.  460  p. 

Monroe,  W.  S.,  DeVoss,  J.  C,  and  Kelly,  F.  J.  Educational  Tests 
and  Measurements.  (Revised  edition.)  Boston:  Houghton 
Mifflin  Company,  1924,  p.  94-154. 

Stone,  Clarence  R.  Silent  and  Oral  Reading.  Chicago:  Houghton 
Mifflin  Company,  1922.    306  p. 

Watkins,  Emma.  How  to  Teach  Reading  to  Beginners.  Phila- 
delphia:   J.  B.  Lippincott  Company,  1922.    133  p. 

Wheat,  Harry  Grove.  The  Teaching  of  Reading;  A  Textbook  of 
Principles  and  Methods.  Boston:  Ginn  and  Company,  1923. 
346  p. 

[27] 


Wiley,  J.  A.  Practice  Exercises  in  Supervised  Study  and  Assimila- 
tive Reading.   Cedar  Falls,  Iowa:    J.  A.  Wiley,  1922.    112  p. 

"Course  of  study,  public  schools,  Baltimore  County,  Maryland, 
Grades  I-VIII."    Baltimore:    Warwick  and  York,  1921,  p.  1-82. 

"A  reading  course  for  the  elementary  schools  of  the  state  of  New 
York."  (Revised  edition.)  Albany:  New  York  State  University 
1922.    15  p. 

"Reading  and  literature — elementary  course  of  study."  Trenton, 
New  Jersey:    Board  of  Education,  1924.    169  p. 

"Reading  in  the  Saint  Cloud  public  schools— grades  one  to  six." 
St.  Cloud,  Minnesota:  Board  of  Education,.  1924.  162  p.  (160 
additional  pages  of  tests.) 

"Report  of  the  national  committee  on  reading."  Twenty-Fourth 
Yearbook  of  the  National  Society  for  the  Study  of  Education, 
Part  I.  Bloomington,  Illinois:  Public  School  Publishing  Company 
1925.  357  p. 

K.  Spelling  and  Handwriting: 

Ashbaugh,  E.  J.  "Iowa  Spelling  Scale."  University  of  Iowa  Exten- 
sion Bulletin,  Series  1,  No.  24.  Iowa  City:  University  of  Iowa, 
1918.    16  p. 

Courtis,  S.  A.    Teaching  Spelling  by  Plays  and  Games.    82  Eliot 

Street,  Detroit:    S.  A.  Courtis,  1917. 
Freeman,  Frank  N.   "A  course  in  handwriting,"  Elementary  School 

Journal.   22:  372-79,  441-50,  521-29,  597-607;  January,  February, 

March,  April,  1922. 

Freeman,  Frank  N.    "The  teaching  of  handwriting,"    Elementary 

School  Journal,  24:38-49,  September,  1923. 
Freeman,   Frank   N.   and   Daugherty,  Mary   L.    How  to  Teach 

Handwriting.    Boston:    Houghton  Mifflin  Company,  1923.   305  p. 
Monroe,  W.  S.,  DeVoss,  J.  C,  and  Kelly,  F.  J.   Educational  Tests 

and  Measurements.    (Revised  edition.)    Boston:  Houghton  Mifflin 

Company,  1924,  p.  155-239. 
Tidyman,  W.  F.    The  Teaching  of  Spelling.    Yonkers,  New  York: 

World  Book  Company,  1919.    178  p. 
"Course    of    study,    public   schools,    Baltimore    County,    Maryland, 

Grades  I-VIII."  Baltimore:    Warwick  and  York,  1921.  p.  141-57, 

330-45. 
"A  course  of  study  in  handwriting  for  elementary  schools."   Boston: 

Department  of  Education,  1920.  23  p. 

[28] 


"Handwriting — teachers'  manual  and  outline  of  lessons."  Phila- 
delphia:   Board  of  Public  Education,  1923.   90  p. 

"Penmanship."  Course  of  Study  Monographs,  Elementary  Schools, 
No.  5.   Berkeley,  California:    Board  of  Education,  1921.   28  p. 

2.  Secondary  School 
Grades  7-12 

A.  General  and  unclassified: 

Doherty,  Margaret  and  MacLatchy,  Josephine.  "Bibliography 
of  educational  and  psychological  tests  and  measurements."  U.  S. 
Bureau  of  Education  Bulletin,  1924,  No.  55.  Washington:  Gov- 
ernment Printing  Office,  1924.   233  p. 

Monroe,  W.  S.,  DeVoss,  J.  C,  and  Kelly,  F.  J.  Educational  Tests 
and  Measurements.  (Revised  edition.)  Boston:  Houghton 
Mifflin  Company,  1924,  p.  297-331. 

Odell,  Charles  W.  "Educational  tests  for  use  in  elementary 
schools,  revised."  University  of  Illinois  Bulletin,  Vol.  22,  No.  16. 
Bureau  of  Educational  Research  Circular  No.  33.  Urbana:  Uni- 
versity of  Illinois,  1924.   22p. 

Odell,  Charles  W.  "Educational  tests  for  use  in  high  schools,  re- 
vised." University  of  Illinois  Bulletin,  Vol.  22,  No.  37.  Bureau  of 
Educational  Research  Circular  No.  34.  Urbana:  University  of 
Illinois,  1925.    19  p. 

The  Bureau  of  Cooperative  Research,  Indiana  University.  (Com- 
piled by)  "Bibliography  of  educational  measurements."  Indiana- 
polis:   Wm.  B.  Burford,  1923.    120  p. 

"Manual,  San  Diego  High  School."  San  Diego,  California:  Board 
of  Education,  1918-19.   61  p. 

"Provisional  course  of  study  for  junior  high  schools."  Rochester, 
New  York:    Board  of  Education,  1919.    160  p. 

B.  Agriculture: 

Nolan,  Aretas  W.  The  Teaching  of  Agriculture.  Boston:  Hough- 
ton Mifflin  Company,  1918.   277  p. 

Stimson,  Rufus  W.  Teaching  Vocational  Agriculture.  New  York: 
The  Macmillan  Company,  1921. 

Storm,  A.  V.,  and  Davis,  K.  C.  How  to  Teach  Agriculture.  Phila- 
delphia:  J.  B.  Lippincott  Company,  1921.   434  p. 


[29] 


Commission  on  Reorganization  of  Secondary  Education.  "Agricul- 
ture in  secondary  schools."  U.  S.  Bureau  of  Education  Bulletin, 
1920,  Xo.  35.    Washington:    Government  Printing  Office,  1920. 

C.  Commercial: 

Marvin,  Cloyd  Heck.  Commercial  Education  in  Secondary  Schools. 
New  York:    Henry  Holt  and  Company,  1922.   216  p. 

Walters,  R.  G.  High  School  Commercial  Education.  New  York: 
I.    Pitman  and  Sons,  1923.    261  p. 

Welch,  Arnon  W.  Commercial  Program  of  Studies  for  High 
Schools.    New  York:    Gregg  Publishing  Company,  1922.   32  p. 

Commission  on  Reorganization  of  Secondary  Education.  "Business 
education  in  secondary  schools."  U.  S.  Bureau  of  Education  Bulle- 
tin, 1919,  Xo.  55.  Washington:  Government  Printing  Office,  1919. 
68  p. 

D.  English: 

Bolenius,  Emma  M.  Teaching  of  Literature  in  the  Grammar 
Grades  and  High  School.    Boston:    Houghton  Mifflin  Company. 

Fairchild,  Arthur  H.  R.  The  Teaching  of  Poetry  in  the  High 
School.    Boston:    Houghton  Mifflin  Company,  1914.    103  p. 

Leonard,  S.  A.  English  Composition  as  a  Social  Problem.  Boston: 
Houghton  Mifflin  Company,  1917.    201  p. 

Stratton,  Clarence.  The  Teaching  of  English  in  High  School. 
New  York:    Harcourt,  Brace  and  Company,  1923.   383  p. 

Thomas,  Charles  S.  The  Teaching  of  English  in  High  School. 
Boston:    Houghton  Mifflin  Company. 

Commission  on  Reorganization  of  Secondary  Education.  ''Reor- 
ganization of  English  in  secondary  schools."  U.  S.  Bureau  of 
Education  Bulletin,  1917,  Xo.  2.  Washington:  Government 
Printing  Office,  1917.    181  p. 

"English — course  of  study  for  junior  and  senior  high  schools."  Balti- 
more, Maryland:    Department  of  Education,  1924.  252  p. 

"English,  history,  science,  mathematics,  foreign  language."  Course 
of  Study  Monographs,  Junior  High  Schools,  Xo.  t.  Berkeley,  Cali- 
fornia:   Board  of  Education,  1922.    132  p. 

"Report  upon  methods  of  teaching  English  in  Illinois  high  schools." 
Bulletin  of  the  Illinois  Association  of  Teachers  of  English,  Vol. 
16,  Xo.  .8,  1-12;  Vol.  17,  Xo.  1,  1-11.  Urbana,  Illinois:  Illinois 
Association  of  Teachers  of  English,  1924. 


[30] 


E.  Extra-Curricular : 

Briggs,  Thomas  H.  "Extra-curricular  activities  in  junior  high 
schools,"  Educational  Administration  and  Supervision,  8:1-9,  Jan- 
uary, 1922. 

Fretwell,  Elbert  K.  "Extra-curricular  activities  of  secondary 
schools,"  Teachers  College  Record,  24:60-72,  147-48,  January, 
March,  1923. 

Hobson,  Clay  S.  "An  experiment  in  organization  and  administration 
of  high-school  extra-curricular  activities,"  School  Review,  31:116- 
24,  February,  1923. 

Lewis,  Grace  T.  "Centralizing  student  activities  in  the  high  school," 
School  Review,  31:612-26,  October,  1923.  (Describes  the  plan  of 
the  Mount  Vernon,  New  York,  high  school.) 

Wilds,  Elmer  H.  "The  supervision  of  extra-curricular  activities," 
School  Review,  25:659-73,  November,  1917. 

F.  Fine  and  Industrial  Arts: 

Winslow,  Leon  L.  "Program  for  schools  offering  approved  courses 
in  art  in  the  junior  high  school  grades,"  Industrial-Arts  Magazine, 
12:367-68,  September,  1923. 

Commission  and  Reorganization  of  Secondary  Education.  "Music 
in  secondary  schools."  U.  S.  Bureau  of  Education  Bulletin,  1917, 
No.  49.  Washington:    Government  Printing  Office,  1917.   37  p. 

G.  Foreign  Languages: 

Bagster-Collins,  E.  W.  The  Teaching  of  German  in  Secondary 
Schools.    New  York:    The  Macmillan  Company,  1904. 

Bahlsen,  L.  The  Teaching  of  Modern  Languages.  Boston:  Ginn 
and  Company,  1905.  97  p. 

Handschin,  C.  H.  "The  teaching  of  modern  languages  in  the  United 
States."  U.  S.  Bureau  of  Education  Bulletin,  1913,  No.  3.  Wash- 
ington:   Government  Printing  Office,  1913.    154  p. 

"English,  history,  science,  mathematics,  foreign  language,"  Course 
of  Study  Monographs,  Junior  High  Schools,  No.  1.  Berkeley, 
California:    Board  of  Education,  1922.    132  p. 

"Latin — course  of  study  for  senior  and  junior  high  schools."  Balti- 
more, Maryland:    Department  of  Education,  1924.    58  p. 

H.  Home  Economics: 

Hanna,  Agnes  K.  Home  Economics  in  the  Elementary  and  Second- 
ary Schools.    Boston:    Whitcomb  and  Barrows,  1922.  327  p. 


[31] 


Commission  on  Reorganization  of  Secondary  Education.  Reorganiza- 
tion of  home  economics  in  secondary  schools."  U.  S.  Bureau  of 
Education  Bulletin,  1922,  Xo.  5.  Washington:  Government 
Printing  Office,  1922.   38  p. 

"Home  economics."  Course  of  Study  Monographs,  Elementary,  In- 
termediate, and  High  Schools,  No.  2.  Berkeley,  California:  Board 
of  Education,  1921.    56  p. 

"Home  economics."  State  Course  of  Study  for  Elementary  and 
Secondary  Schools  of  Indiana.  Indianapolis:  State  Department 
of  Public  Instruction,  1917.   44  p. 

I.  Mathematics: 

Breshlich,  E.  R.  "Supervised  study  as  a  means  of  providing  sup- 
plementary individual  instruction."  Thirteenth  Yearbook  of  the 
Xational  Society  for  the  Study  of  Education,  Part  I.  Bloomington, 
Illinois:    Public  School  Publishing  Company,  1914.  p.  32-72. 

Morrison,  H.  C.  "Reconstructed  mathematics  in  the  high  school." 
Thirteenth  Yearbook  of  the  Xational  Society  for  the  Study  of 
Education,  Part  I.  Bloomington,  Illinois:  Public  School  Publish- 
ing Company,  1914,  p.  9-31. 

Schultze,  A.  The  Teaching  of  Mathematics  in  Secondary  Schools. 
New  York:    The  Macmillan  Company,  1912.   289  p. 

Smith,  David  E.  The  Teaching  of  Geometry.  Boston:  Ginn  and 
Company,  1911.   339  p. 

Commission  on  Reorganization  of  Secondary  Education.  "The 
problem  of  mathematics  in  secondary  education."  U.  S.  Bureau  of 
Education  Bulletin,  1920,  Xo.  1.  Washington:  Government 
Printing  Office,  1920.    24  p. 

''Mathematics — course  of  study  for  senior  and  junior  high  schools." 
Baltimore,  Maryland:    Department  of  Education,  1924.    169  p. 

''Mathematics — secondary  course  of  study — grades  seven-eight- 
nine."    Trenton,  New  Jersey:    Board  of  Education,  1923.    118  p. 

Xational  Committee  on  Mathematical  Requirements.  "The  reor- 
ganization of  mathematics  in  secondary  education."  A  report  .  .  . 
under  auspices  of  the  Mathematical  Association  of  America.  Han- 
over, New  Hampshire:  The  Mathematical  Association  of  America, 
1923.  652  p. 


[32] 


J.  Physical  Education: 

Commission  on  Reorganization  of  Secondary  Education.  "Physical 
education  in  secondary  schools."  U.  S.  Bureau  of  Education 
Bulletin,  1917,  No.  50.  Washington:  Government  Printing  Office, 
1917.  24  p. 

"The  course  of  study  in  civics — grades  seven  and  eight."  Phila- 
delphia:   Board  of  Public  Education,  1917.    145  p. 

"History — secondary  course  of  study — grades  seven,  eight."  Trenton, 
New  Jersey:    Board  of  Education,  1924.   76  p. 

"Physical  education,  including  hygiene,"  Course  of  Study  Mono- 
graphs, Elementary  and  Junior  High  Schools,  No.  9.  Berkeley, 
California:    Board  of  Education,  1923.   63  p. 

"Social  study  syllabus  in  the  junior  and  senior  high  schools." 
Lawrence,  Kansas:    Board  of  Education,  1924.    (Mimeographed.) 

K.  Science: 

Eikenberry,  W.  L.  The  Teaching  of  General  Science.  Chicago: 
The  University  of  Chicago  Press,  1922.    169  p. 

Mann,  C.  R.  The  Teaching  of  Physics.  New  York:  The  Macmillan 
Company,  1912.  304  p. 

Twiss,  George  Ransom.  Science  Teaching.  New  York:  The  Mac- 
millan Company,  1921.   486  p. 

Watkins,  Ralph  Knapp.  The  Technique  and  Value  of  Project 
Teaching  in  General  Science.  Columbia,  Missouri:  Missouri 
Stores  Co.  99  p.  (Reprint  from  General  Science  Quarterly, 
1923-24.) 

Woodhull,  John  F.  The  Teaching  of  Science.  New  York:  The 
Macmillan  Company,  1918. 

Commission  on  Reorganization  of  Secondary  Education.  "Reorgan- 
ization of  science  in  secondary  schools."  U.  S.  Bureau  of  Educa- 
tional Bulletin,  1920,  No.  25.  Washington:  Government  Printing 
Office,  1920.   62  p. 

"English,  history,  science,  mathematics,  foreign  language."  Course 
of  Study  Monographs,  Junior  High  Schools,  No.  1.  Berkeley, 
California:    Board  of  Education,  1922.    132  p. 

"Science — secondary  course  of  study."  Trenton,  New  Jersey:  Board 
of  Education,  1923.   98  p. 

L.  Social  Studies: 

Hill,  H.  C.  Community  Life  and  Civic  Problems.  Boston:  Ginn 
and  Company,  1922.    528  p. 

[33] 


Monroe,  Walter  S.,  and  Foster,  I.  O.  "The  status  of  the  social 
studies  in  the  high  schools  of  the  North  Central  Association."  Uni- 
versity of  Illinois  Bulletin,  Vol.  20,  No.  18,  Bureau  of  Educational 
Research  Bulletin,  No.  13.  Urbana:  University  of  Illinois,  1923. 
38  p. 

Tryon,  R.  M.  The  Teaching  of  History  in  Junior  and  Senior  High 
Schools.    Boston:    Ginn  and  Company,  1921.   294  p. 

"American  history — secondary  course  of  study."  Trenton,  New 
Jersey:    Board  of  Education,  1923.    72  p. 

Commission  on  Reorganization  of  Secondary  Education.  "The  social 
studies  in  secondary  education."  U.  S.  Bureau  of  Education 
Bulletin,  1916,  No.  28.  Washington:  Government  Printing  Office, 
1916.   63  p. 

Commission  on  Reorganization  of  Secondary  Education.  "The 
teaching  of  community  civics."  U.  S.  Bureau  of  Education  Bul- 
letin, 1915,  No.  28.  Washington:  Government  Printing  Office, 
1915.   55  p. 

Commission  on  Reorganization  of  Secondary  Education.  "Vocational 
guidance  in  secondary  education."  U.  S.  Bureau  of  Education 
Bulletin,  1918,  No.  19.  Washington:  Government  Printing  Office, 
1918.  28  p. 

"Course  of  study  in  school  health — physical  education,  Grades 
I-VIII."  Harrisburg,  Pennsylvania:  Department  of  Public  In- 
struction, 1923.   291  p. 

"Early  European  history — secondary  course  of  study — grade  ten." 
Trenton,  New  Jersey:    Board  of  Education,  1924.   98  p. 

"Economics — secondary  course  of  study."  Trenton,  New  Jersey: 
Board  of  Education,  1923.   36  p. 

"English,  history,  science,  mathematics,  foreign  language."  Course  of 
Study  Monographs,  Junior  High  School,  No.  1.  Berkeley,  Cali- 
fornia:   Board  of  Education,  1922.    132  p. 

"General  plan  and  syllabus  for  physical  training  in  the  elementary 
and  secondary  schools  of  the  state  of  New  York."  University  of 
the  state  of  New  York  Bulletin,  No.  724.  Albany:  University  of 
the  State  of  New  York,  1920.   424  p. 

"Lessons  in  physical  education  for  elementary  grades."  Educational 
Publication,  No.  66,  Division  of  Publication,  No.  13.  Raleigh, 
North  Carolina:  State  Superintendent  of  Public  Instruction.  (No 
date  given,  but  new)  125  p. 


[34] 


"Modern  European  history — secondary  course  of  study — grade 
eleven."    Trenton,  New  Jersey:    Board  of  Education,  1924.    65  p. 

"Problems  in  democracy — secondary  course  of  study."  Trenton, 
New  Jersey:    Board  of  Education,  1923.    57  p. 

"The  social  studies  in  the  elementary  and  secondary  school." 
Twenty-Second  Yearbook  of  the  National  Society  for  the  Study 
of  Education,  Part  II.  Bloomington,  Illinois:  Public  School  Pub- 
lishing Company,  1923.   344  p. 


[35] 


CIRCULARS  OF  THE  BUREAU  OF  EDUCATIONAL  RESEARCH,  COLLEGE 
OF  EDUCATION,  UNIVERSITY  OF  ILLINOIS,  URBANA,  ILLINOIS 

No.  19.  Streitz,  Ruth.    Provisions  for  Exceptional  Children  in  191  Illinois  Cities. 

No.  20.  McClusky,  Frederick  Dean.    Place  of  Moving  Pictures  in  Visual  Education. 

No.  21.  Monroe,  Walter  S.    Announcement  of  the  Bureau  of  Educational  Research 
for  1923-24. 

No.  22.  Odell,  Charles  W.    Provisions  for  the  Individual  Differences  of  High  School 
Pupils. 

No.  23.  Monroe,  Walter  S.    Educational  Guidance  in  High  Schools. 

No.  24.  Nolan,  Aretas  W.  The  Project  in  Education  with  Special  Reference  to  Teach- 
ing Agriculture. 

No.  25.  Monroe,  Walter  S.  and  Clark,  John  A.    Measuring  Teaching  Efficiency. 

No.  26.  Barton,  H.  J.,  Clark,  E.  L.,  Pence,  Helen,  and  others.   Notes  on  the  Teaching 
of  Latin  in  High  Schools. 

No.  27.  Streitz,  Ruth.  Educational  Diagnosis. 

No.  28.  Staley,  Seward  C.   The  Program  of  Sportsmanship  Education. 

No.  29.  Odell,  Charles  W.   The  Use  of  the  Question  in  Classroom  Instruction. 

No.  30.  Odell,  Charles  W.    The  Evaluation  and  Improvement  of  School  Buildings, 
Grounds  and  Equipment. 

No.  31.  Monroe,  Walter  S.   The  Planning  of  Teaching. 

No.  32.  Miller,    F.    J..    Flickinger,    R.    C,    Sargent,    Rachel    L.,    Luke,    Ethel'  J, 
Thompson,  Glenna  D.,  and  others.    Latin  in  High  Schools. 

No.  33.  Odell,    Charles    W.     Educational    Tests    for    Use    in    Elementary    Schools, 
Revised. 

No.  34.  Odell,  Charles  W.    Educational  Tests  for  Use  in  High  Schools,  Revised. 

No.  35.  Monroe,  Walter  S.    The  Making  of  a  Course  of  Study. 

No.  36.  Reagan,    George    W.     Principles    Relating    to    the    Engendering   of    Specific 
Habits. 

A  limited  number  of  copies  of  these  educational  circulars  are  available  for  free  distribution  to 
superintendents  and  teachers  in  Illinois.  We  shall  be  glad  to  add  to  our  mailing  list  for  these 
circulars  the  names  of  any  teachers  or  superintendents  who  care  to  receive  them  regularly.  We 
shall  be  glad  also  to  send  additional  copies  of  any  circular  to  superintendents  or  principals  for  dis- 
tribution among  their  teachers.  Address  all  communications  to  the  Bureau  of  Educational  Research, 
University  of  Illinois. 


V 


